Corrective Feedbacks and Grammar Teaching in a Situated Teaching Context of Process-Based Writing

Hartono Hartono, Choiril Anwar, Afina Murtiningrum

Abstract


This study was aimed at finding out 1) how learners in a specific teaching-learning context namely process-based academic essay writing perceived the importance of corrective feedbacks (CF); 2) what CF was expected the most; 3) in what way learners preferred to have their CF  provided; and 4) how learners perceived the importance of grammar teaching. It was conducted at English Literature Department of a university in Central Java Indonesia. Forty two students who were taking Essay Writing course served as the subjects for the study. The course itself was delivered in a process-based writing in which content development and rhetoric were given more emphasis than grammar accuracy was. Data for the study were collected by questionnaire and a semi-structured interview with 5 guided questions. The findings suggest that learners still considered CFs as highly important and useful for their writing improvement. Learners expected to have comprehensive CFs of grammar, vocabulary, spelling, organization and punctuation, and CF on grammar was the most preferred one. In terms of CF provision technique, underlying and making notes were the most preferred techniques. Finally, this study concludes that the shift of approach from a product-based to a process-based did not significantly change learners’ focus from forms to content.

Full Text:

PDF

References


Al-Jarrah, R. S. (2016). A suggested model of corrective feedback provision. Ampersand, 3, 98–107. https://doi.org/10.1016/j.amper.2016.06.003

Alimohammadi, B., & Nejadansari, D. (2014). Written Corrective Feedback: Focused and Unfocused. Theory and Practice in Language Studies, 4(3), 581–587. https://doi.org/10.4304/tpls.4.3.581-587

Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback : What do students and teachers prefer and why ? Canadian Journal of Applied Linguistics, 13(2), 95–127.

Arici, A. F., & Kaldirim, A. (2015). The effect of the process-based writing approach on writing success and anxiety of pre-service teachers. Anthropologist, 22(2), 318–327. https://doi.org/10.12738/estp.2014.3.1720

Ashwell, T. (2000). Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method? Journal of Second Language Writing, 9(3), 227–257. https://doi.org/https://doi.org/10.1016/S1060-3743(00)00027-8

Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102–118. https://doi.org/10.1016/J.JSLW.2007.11.004

Bitchener, J., & Knoch, U. (2009). The value of a focused approach to written corrective feedback. ELT Journal, 63(3), 204–211. https://doi.org/10.1093/elt/ccn043

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205. https://doi.org/10.1016/j.jslw.2005.08.001

Black, D. A., & Nanni, A. (2016). Written corrective feedback: Preferences and justifications of teachers and students in a Thai context. GEMA Online Journal of Language Studies, 16(3), 99–114. https://doi.org/10.17576/gema-2016-1603-07

Brown, A. V. (2009). Students’ and Teachers’ Perceptions of Effective Foreign Language Teaching: A Comparison of Ideals. The Modern Language Journal, 93(1), 46–60. https://doi.org/doi:10.1111/j.1540-4781.2009.00827.x

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: White Plains, Longman.

Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296. https://doi.org/10.1016/S1060-3743(03)00038-9

Chen, Si., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China. Asian-Pasific Journal of Second and Foreign Language Education, 1(5). https://doi.org/10.1186/s40862-016-0010-y

Diab, R. L. (2005). Teachers’ and students’ beliefs about responding to ESL writing: A case study. TESL Canada, 23(1), 28–43. https://doi.org/10.18806/tesl.v23i1.76

Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 2–18. https://doi.org/10.5811/westjem.2011.5.6700

Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(4), 575–600. https://doi.org/10.1017/S027226310606027X

Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/10.1016/S1060-3743(99)80110-6

Ferris, D. R. (2002). Treatment of Error in Second-Language Student Writing. University of Michigan Press.

Ghanbari, B., Amiramini, S., & Shamsoddini, M. R. (2014). HOW IRANIAN EFL LEARNERS PERCEIVE THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK IN THEIR WRITING PERFORMANCE. Modern Journal of Language Teaching Methods ( MJLTM ), 4(4), 18–23.

Hamp-lyons, L. (2008). Best practice in writing assessment. In N. Saville & L. Taylor (Eds.), Studies in Language Testing (27th ed., pp. 321–335). Cambridge University Press.

Ho, B. (2006). Using the Process Approach to Teach Writing in 6 Hong Kong Primary Classrooms. New Horizons in Education, (53), 22–41. Retrieved from http://eric.ed.gov/?id=EJ847597

Hyland, F. (1998). The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7(3), 255–286. https://doi.org/10.1016/S1060-3743(98)90017-0

Hyland, F. (2003). Focusing on form: student engagement with teacher feedback. System, 31(2), 217–230. https://doi.org/https://doi.org/10.1016/S0346-251X(03)00021-6

Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. IJES, International Journal of English Studies, 10(2), 171–182. Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=3424361&info=resumen&idioma=SPA

Hyland, K., & Hyland, F. (2006a). Feedback on second language students’ writing. Language Teaching, 39(02), 83. https://doi.org/10.1017/S0261444806003399

Hyland, K., & Hyland, F. (2006b). Second Language Writing Contexts and Issues. (M. H. Long & J. C. Richards, Eds.). New York: Cambridge University Press.

Ismail, S. A. A. (2010). ESP Students ’ Views of ESL Grammar Learning. GEMA Online Journal of Language Studies, 10(3), 143–156.

Jusa, G., & Kuang, C. H. (2016). Akademia Baru The Effect of Direct Corrective Feedback on the Correct Usage of the Preposition of Time Akademia Baru, 3(1), 109–122.

Karim, K., & Nassaji, H. (2015). ESL Students ’ Perceptions of Written Corrective Feedback : What Type of Feedback do they Prefer and Why ? European Journal of Applied Linguistics and TEFL, 4 (1)(January), 5–25.

Kepner, C. G. (1991). An Experiment in the Relationships of Types of Written Feedback to the Development of Second Language Writing Skills. Modern Language Journal, 75(3), 305–313. https://doi.org/10.1111/j.1540-4781.1991.tb05359.x

Lee, I. (2005). Error Correction in the L2 Writing Classroom: What Do Students Think? TESL Cabada Journal, 22(2), 1–18. https://doi.org/https://doi.org/10.18806/tesl.v22i2.84

Listiani. (2017). Students ’ Perception toward Teacher ’ s Written Corrective Feedback in Writing 3 class. Advances in Social Science, Education and Humanities Research (ASSEHR), 109(Aecon), 164–167.

Liu, N., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/13562510600680582

Maharani, M. M. (2017). The Application of Indirect Feedback to Improve Students’ Paragraph Writing. Edulite: Journal of English Education, Literature and Culture, 2(2), 389–404.

Nakanishi, C. (2007). The Effects of Different Types of Feedback on Revision. The Journal of Asia Tefl, 4(4), 213–244.

Nanni, A., & Black, D. A. (2017). Student and Teacher Preferences in Written Corrective Feedback. The Journal of Asia TEFL, 14(3), 540–547. https://doi.org/http://dx.doi.org/10.18823/asiatefl.2017.14.3.11.540

Onozawa, C. (2010). A study of the process writing approach. Research Note, (10), 153–163. Retrieved from www.kyoai.ac.jp

Park, G. (2010). Preference of Corrective Feedback Approaches Perceived by Native English Teachers and Students. Journal of ASIA TEFL, 7(4), 29–52.

Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15(2), 68–85. https://doi.org/10.1016/J.ASW.2010.05.004

Pazaver, A., & Wang, H. (2009). Asian Students’ Perceptions of Grammar Teaching in the ESL Classroom. The International Journal of Language, Society and Culture, (27), 27–35.

Polio, C., Fleck, C., & Leder, N. (1998). “If I only had more time:” ESL learners’ changes in linguistic accuracy on essay revisions. Journal of Second Language Writing, 7(1), 43–68. https://doi.org/10.1016/S1060-3743(98)90005-4

Puengpipattrakul, W. (2014). A process approach to writing to develop Thai EFL students’ socio-cognitive skills. Electronic Journal of Foreign Language Teaching, 11(2), 270–284.

Ravand, H., & Rasekh, A. E. (2011). Feedback in ESL Writing: Toward an Interactional Approach. Journal of Language Teaching and Research, 2(5), 1136–1145. https://doi.org/10.4304/jltr.2.5.1136-1145

Rohmatika, A. (2014). The effectiveness of process approaches in teaching writing viewed from students ’ level of creativity and its implication towards writing assessment. In J. Nurkamto & H. Puji Widodo (Eds.), The 61st TEFLIN International Conference UNS Solo (pp. 470–473). Solo: English Education Department Teacher Training and Education Faculty Sebelas Maret University.

Seker, M., & Dincer, A. (2014). An insight to students’ perceptions on teacher feedback in second language writing classes. English Language Teaching, 7(2), 73–83. https://doi.org/10.5539/elt.v7n2p73

Semke, H. D. (1984). Effects of the Red Pen. Foreign Language Annals, 17(3), 195–202. https://doi.org/https://doi.org/10.1111/j.1944-9720.1984.tb01727.x

Seow, A. (2002). The Writing Process and Process Writing. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching (pp. 315–320). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667190.044

Setyono, B. (2014). Approaches in Teaching Writing Designed by High School English Teachers in Indonesia. International Journal of Sciences: Basic and Applied Research (IJSBAR), 14(1), 477–494. Retrieved from http://gssrr.org/index.php?journal=JournalOfBasicAndApplied

Shin, S. K. (2008). “Fire your proofreader!” Grammar correction in the writing classroom. ELT Journal, 62(4), 358–365. https://doi.org/10.1093/elt/ccm089

Storch, N. (2010). Critical feedback on written corrective feedback research. International Journal of English Studies, 10(2), 29–46. https://doi.org/10.6018/ijes/2010/2/119181

Truscott, J. (1996). The Case Against Grammar Correction in L2 Writing Classes. Language Learning, 46(2), 327–369.

Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16(4), 255–272. https://doi.org/10.1016/j.jslw.2007.06.003

Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence. L2 Journal, 3(1), 63–92.

Wahyuni, S. (2017). The Effect of Different on Writing Quality of College Student with Different Cognitive Styles. Dinamika Ilmu, 17(1), 39–58. https://doi.org/10.21093/di.v17i1.649

Yamashita, T. (2017). Review of written corrective feedback for L2 development. Journal of Response to Writing, 3(2), 1–7.




DOI: https://doi.org/10.18326/rgt.v12i1.28-48

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2019

License URL: http://creativecommons.org/licenses/by-sa/4.0/

In the aim of improving the quality of the Journal since 19th October 2016 this journal officially had made cooperation with ELITE Association Indonesia (The association of Teachers of English Linguistics, Literature & Education). See The MoU Manuscript.